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Effective Academic Writing 1

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Effective Academic Writing 1

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The Paragraph 1 EFFECTIVE Academic Writing SS Alice Savage Masoud Shafiei OXFORD UNIVERSITY PRESS OXFORD. ere present ere Saeeheneenameie ‘emo nganethe tor nebeen ened orpbisesa 202 No pathos poxocopring ‘enue Nepal bin me breed te ‘stem ani sn ey meant ‘Se prarpermanon swing be Caer es rarer ‘ed neem ndertems teh epee ‘eeu nt onaran sour omer SEES Rica cen Lan ur pary tte ey xed uta mat ehcp ra Sahn nen ee ese en ‘se ina ana Ste tatgebnage ss treme ‘ein bem so gana sae henson he rene Bak seearso ean ner eco Wer Onn Tastes peo apr fm ceteand nanos SES crm neoerme Samyierageeae peceentancnereee cern Seine ee menonmsss Soar Sipiesomat etocbeae a rennet etre rates = ny tenn Srernttens sneer oe es eee Hittite tame (chelates ainsi eee Ecce ome tay eee ee Sirus weacaemac eka a Sema rnecceata narra Sool fnantentecn Tees aerysheemsn. 7am tes SESS SENS eile forme sem ae nc Se tf os ee Reviewers We would like to acknowledge te following navidals for tei input during the development ofthe series: Chris Alexis, College ol Applied Alyona Gorokhova, Miramar Sciences, Sur; Oman ‘Community College, CA ‘Amina Saif Mohammed Al Dr. Simon Green, Callege of Hashamia, College of Applied Applied Sciences, Oman Sconces, Miwa, man Janis Hearn, Honk Univesity, ‘Amal Al Mugarshi, College of South Korea ‘Apple Sciences bd, Oman ‘Adam Hentcksen, University of Saleh Khalfan tsa Al-Rahbi, Maryland, Baltimore County, MD Cotegec Aged Sens, na, hy gdm, Se Colege CA Kuei-ping Vicky Hsu, National Tsing Hua Univesity, Hsinchu ‘Azade Johnson, Abu Dhabi Men's College, Higher Colleges of Technology, UAE, ‘Chandra Johnson, Fresno Paciic University, CA Pei-Lun Kao, chang Gung Univesity, Gueishon Yuko Kobayashi, Tokyo University Dr, Debra Baldwin, UP, Alasal University, Saud Arabia Virginia Bouchard, George Mason Univesity, Engish Language Institute, Washington D.C. Judith Buckman, College of Applied Seences, Salalah, Oman De, Catherine Buon, American Univesity of Armenia, meio ‘Mei-Rong Alice Chen, National Taivan University of Science and “Sener. Japan Technology, Tipe Blair Lee, Kyung Hee Univesity, Mark L. Cummings, eferson Japan Commnity and Technical CChia-yu Lin, National Tsing Hu College, KY Univesity, Hsincha Hitoshi Eguchi Hokusei Gakuen Kent McClintock, chosun| rivers, Japan Univesity, South Korea Elizabeth W. Foss, Washtenaw Joan Oakley, Collegeof the North Community College, Mt Alantc Qatar, Qatar Sally C. Gearhart, Santa Ros Fernanda G. Ori, CESt University Junior Coleg, CA oi zona, A2_ Author Acknowledgments_| Acknowledgments Wiliam D. Phelps, Southern tins Univesity, Dorothy Ramsay, College of Ape Scences, Shar, Oman Vidya Rangachasi, Mission Calege, CA Elizabeth Rasmussen, Northern Virginia Community College, VA Syl Rice, Abu Dhabi Men's College, Higher Colleges of Technology, UAE, Donna Schaeffer, University of Washington, WA Dr. Catherine Schaff-Stump, Kirkwood Community College, 4 Mary-Jane Scot, Sungshin Woren’s University, South Korea Jenay Seymour, Hong: Univesity, Sauth Korea Janet Sloan Rachid, UAE University, Alin, UAE Bob Studholme, UAE. University, ALAin, UAE Paula Suzuki, S-UK Language Centre, Japan| Sabine Thépaut, intensive Engh Language Institute, Univesity of Noth Texas, TX Shu-Hui Yu, ing Tung University, Taichung ‘We would ike to thank OUPs sharon Sargeant for giving us the opportunity to write books we belive i. Thanks also to Vicky Aeschbacher tho has been the best partner anyone could hope fxn an eto. Weenjayed the process every step ofthe way. ‘Alex Regan and Jenifer Meiram deserve thanks alo for guiding us along the vay. Always, we mus expres gratitude forthe students who work so hard, and to out Kids, (Gyrus and Kaveh tho lt us stay onthe computer alte longer than we should, Masoud and Alice Effective Academic Witing ii Contents Language and Unit Academic Focus | Rhetorical Focus | Grammar Focus Writing + Paragraph + Simple sentence structure crgeiestion + captaliation an sFormatofa paragrann |” end purctuston Toplesenteneas, + Rents sd The Sentence supporting sentences, | onsentences, and the and concluding Pa semences 'aragraph “Unity and coherence pave ima paragraph Anthropology | = besriptve + Seite anguage orpanteton “Adjectives in desire wting + Beto define and describe Descriptive Paragraphs | pose 23 History « bzample organization |» The simple present + examples ot 1 eubjectverb agreement supporting deta Example Paragraphs ages Journalism — | +Procssorganization |» Timeorder words in process paragraphs, + Imperatives ‘Modal o advice Process recess, and prohibition Paragraphs page77 | i Contents Unit | 5 Narrative Paragraphs | age 103 | \ 6 Opinion Paragraphs page 131 Academic Focus Psychology Urban Studies | Language and Rhetorical Focus Grammar Focus ‘Narrative organization | + Order of events in narrative paragraphs ‘The simple past ‘The past continuous + Sensory and) emotional details | | + Opinion organization + Reasons to support an opinion + There si There are to introduce facts + Because of and because to.give reasons Rees) Appendix I: The Writing Process Appendix I: Punctuation and Capitalization Appendix III: Glossary Appendix IV: Correlation to Grammar Sense 1 154 155, 157 160 Effective Academic Writing v » Welcome to Effective Academic Writing Effective Academic Writing, Second Edition instills student confidence and provides the tools necessary for successful academic writing. sno Intro nro Di wissiony 2 sinssnin, 3 rece anny S Intoductory Level Level 1 tevel2 Level Developing Ideas ‘The Paragraph, ‘The Short Essay ‘The Researched Fssay 1 Step-by-step Writing Process guides and refines writing skill = Timed waiting practice prepares students for success on high-stakes tests © Online Writing Tutor improves academic writing inside and outside the classroom, © online writing Support for all Levels vi lnvoduction Overview Effective Academic Writing, Second Edition delivers practice that will improve your students’ writing. ‘= NEW! The new Introductory Level provides students with the support and instruction they need for writing success in the lowestlevel writing courses 1» NEW! More content-area related assignments with more academic vocabulary and ‘readings prepare students for the challenges of the academic classroom. er | Each unit introduces an academic content theme and writing tak and eee eee ‘uides indents through ‘the Writing Process. Concise and effective language and a emntnnteninee | grammar presentations develop semana Students’ understanding and improve Lr their acuragy EE te ach unit addresses a particular rhetorical mode and provides User-friendly guidance to ‘astering the form. a Introduction vii Effective Academic Writing Onlin IT'S EASY! Use the access code printed on the inside back cover af this book to came Fegister at wivw.ffectiveacademicyiting.com. For the Student = Online Writing Tutor helps students retain and apply thelr writing skills '* Models of the unit writing assignments demonstrate good writing and allow studems to understand how each text is constructed, ‘+ Writing frameworks help students with organizing and structuring, for the sentence level, paragraph level, and the text as a whole. ‘+ Students can plan, structure, and write their own texts, check ‘their work, then save, print, or send directly to their teacher. '= Extensive Online Grammar Practice and grammar term glossary support students In using grammar structures appropriately and fluently in their writing, = Comprehensive Peer Editor's Checklists support collaborative learning, 1» Printable Outline Templates support the writing process. For the Teacher vill = IELTS-style, TOEFL-style, and TOEIC-style online writing tests can be customized and printed © Online test rubries makes grading easy. = Online Grammar Practice is automatically graded and entered Into the online grade book = Answer keys makes grading easy. 1= The online management system allows you to manage your classes. View, print, or export all class and student reports. FOR ADDITIONAL SUPPORT FOR TEACHER CODES {Email our customer support Please contact your sales representative team at eltsupport@oup com. fora Teacher Access Code. Teacher ‘Access Codes ore sold separately. Introduction The Sentence and the Paragraph ete eT Unit Goals Rhetorical Focus * paragraph organization * format of a paragraph * topic sentences, supporting sentences, and concluding sentences ‘unity and coherence in paragraph Language and Grammar Focus * simple sentence structure * capitalization and end punctuation + fragments and run-on sentences Metts actrees laa Mmm , j Exercise 1 Thinking about the topic Discuss the pictures with a partner. + What do the photos tell you about writing? + What do photos A and C tell you about writing? + What do photos B and D tel you about writing? + How and where do you prefer to write? + What part of writing is easier for you, finding atopic, writing drafts, or revising and editing your writing 2 unit 1 | The Sentence and the Paragraph ite center te frome The Paragraph [A paragraph isa group of sentences about a topic In this book, you will learn how to organize and write the following kinds of paragraphs. +A descriptive parageaph describes a person, a place or a thing. The writer uses lear detail hat will help readers imagine the subject. ‘An example paragraph gives examples to explain a topic. The writer uses very secific examples so that the reader can cleariy understand the writer’ ideas, +A process paragraph gives steps to tll readers how to complete a process or task +A narrative paragrapin tls story: Is often written in the order ip Which events occurred, ‘An opinion parageaph expresses belies or opinions about atopic, The write ries to present reasons that wil persuade readers to agree with the opinion. Format of a Paragraph Red te ove te coor red, Hote color smboize niin so many diferent emotions and experiences tite "ee in Dovble spa (ipa ee) would be very boring without the color red. Fires would not burn in the same way. The sunset would -——— wings not be interesting, and blood would not be 50 (ena nge surprisingly beautiful, Red is powerful when it oan appears in nature, and itis also pawerful when it Margin ——+ appears in our emotions: Red is love. Red is anger. Red is beauty. I ike to lve life in a strong way, so! think | will always admire the color red. Writing Process Part 1 3 Exercise 2 Identifying the elements of a paragraph A. Find the mistakes inthe format ofthe following paragraph. My Favorite Color My favorite color is blue | ‘The color blue makes me happy Itreminds me of the blus sky when there are no clouds and no pollution, I think about Ske beaches of che Canboean islands That is why my house is blue. Blue also helps me relax. When [have a problem, iin my favorite chair. ook. _at-the biueliving room close my eyes, and imagine the beach of a Carlobean island My problems go avay, | fee peaceful 'B, Rewrite the paragraph in the correct format, oie * learn about paragraph organization + learn to write effective topic sentences, + learn about supporting sentences, + learn to write concluding sentences, 4 Unit 1 {The Sentence and the Paragraph MCh ets ee mee ERC ca Paragraph Organization A well-written paragraph has atopic sentence, supporting sentences, anda «concluding sentence. ‘The topic sentence introduces the topic. It also ells what the wer wil say about the top +The supporting sentences follow the opie sentence. They give more information to explain and suppor the topic sentence +The concluding sentence often repeats the information inthe tpt sentence in a differen way It may aso include what the writer has learned oF why the topic is important. Sometimes the concluding Sentence offers a prediction, a request, ora warning Exercise 1 Reading a student paragraph Read the narrative paragraph below: Notice the topic sentence, supporting sentences, and concluding sentence. What scared the barefoot boy? Barefoot Boy ~ Thad a scary experience when T was a young boy. One evening while my parents were eating dinner, I was playing barefoot inthe yard wit say | ‘ys. Even now I still remember the perfume of the lowers and the moisture of the grass, While I was sting on the grass and playing with a truck, 1 looked up at the sky and my attention was distracted by the beauty ofthe ‘captured the sake and took it away. The experienc frightened me, and I | never went outside barefoot agin, Writing Process Part? 5 Exercise 2 Exa ing the student paragraph Respond to the paragraph by answering the fllowing questions. 1 How do the supporting sentences explain the topic sentence? 2, Read the conclusion again. What did the writer lara from the experience? Rhetorical Foous (£ The Topic Sentence ‘The topic sentence is usually the first or second sentencein a paragraph It introduces anew ide, Tt presents the topic and expains what the writer ‘will say about the topic, This explanation is called the controlling idea, Read the following topic sentences. In each one, the topic is my friend. The controlling idea in each sentence explains what the writer will say about the topic. These controlling ideas tell the reader what to expect in the supporting sentences, tonic | [controling ies | My friend isan honest person My friend isthe funniest person | kaw My friend has teriby dangerous job Features of an Effective Topic Sentence A topic sentence is not a fragment, ts complete sentence Fragment: x Sinart phones for college students. (wcossect) Complete Sentence: Smart phones have severa! useful features for college students A topic sentence is not too general Too General: Smart phones ate good. Improved: Smart phones improve communication among friends and family members, A topie sentence is not a simple factor specific detail Too Spetifie: Smart phones cost $300. Improved: Secause smart phones are expensive, people should consider several factors before buying one. 6 Unit 1 | The Sentence and the Paragraph Exercise 3 Identifying topics and controtling ideas In ach topi sentence, circle the topic, Then undedtne the controlling idea. 1. (ingest way explore nature cs 2. My uncle had a frightening experience a @ young man, 3. Text messaging has become popular among teenagers. 4. fective time management equites for easy steps. 5, College students drop classes for three reasons. Exercise 4 Identifying effective topic sentences ‘Check (4) the topic sentences that are effective. Revise the topic sentences that are not effective. 1. The population of my country is now 10 milion. My country’s larae popilstion 's a problem, 2. There ate four simple steps to preparing fied rice, 3. Video games are good. 4. Exercise benefits health ___ 5. Eating together helps improve family relationships 6, Homework should be optional in college. Witing Process Part. 7 Exercise 5 Writing topic sentences Use each word or phrase below to write a topic sentence with a controlling idea. ‘Then share your sentences with a partner 1, traveling ta foreign country Traveling Lo a forsion country helps people learnabout diffgrent cultures. 2. trafic 3, my hometown 4 soccer how to lose weight. Supporting Sentences Supporting sentences ad information about the topic and the conteolling ea Supporting sentences can inchude defini Read the topic sentence below. Then study the types of supporting sentences that ms, explanations, and examples. smh follow. [eo | {conan ‘Young people a 100 dependent on computers ‘Supporting Definition Dependency on computers means that young people cannot perform normal fe functions without computers ‘Supporting Explanation Inthe past, people memorized important information. Today’ youth rely on their computers and cell phones to do assignments, record numbers, and save important information. Asa result, young people can find themseves Unprepared in an emergency, sue? as an electrical blackout. If their computer 276 phone batteries die, these young people wl be lost. Sepporting Example For example, I do all my schoolwork on my computer. When my computer crashed last week, I lost my only craft of an essay that was due the next day. As a result, | got a bad grade, ® Unit 1 | The Sentence and the Paragraph Exercise 6 Identifying topic sentences and supporting sentences Foreach set of sentences, write TS next othe topic sentence, Write SS next to the supporting sentences, 1, 2S. a. Mosquitoes ae atracted to heat 22. b. Mosquitoes wily several ile to find food. “25. 6. Only the female mosquito ites Mosquitoes are interesting insect 2S. e Mosquitoes have poor eyesight but use heat to find blood. a. The frst type of hotel is am airport hotel __ b, Many airport hotel guests are passengers whose flights were delayed or cancelled. «e There ate 1wo types of hotels in most major cites. 4. The second type of hotel is a downtown hotel, ¢ Guests of downtown hotels include tourists and business people. 1. Part-time jobs teach students skills they need for the future, ____ b. They also learn about job responsibilities, © Seudents learn how f0 be on time. —_ 4. They earn about working with others. ___ € Students learn about business. ‘The collection includes music from Spain, Ethiopia, and Egypt, also enjoy going to concerts by musicians from different countries. from Korea, b — © Last month I went toa concert by a famous music 4. havea large collection of world music on my MP3 player. «¢, One of my hobbies is listening to international music, 5, a. Ifuniforms are required, students will not wear T-shirts with offensive messages. _— b. Uniforms prevent students from wearing improper clothing, —— € Alhigh schools shoul requise their students to wear uniforms. 4. Students who wear uniforms do not have to worry about the latest fashions. Students de not need to worry bout matching colors or styles, Witing Process Fart 9 ical Focus The Concluding Sentence ‘The concluding, or fina, sentence ofa paragraph usually reminds the reader of the topic and controlling idea. The conctuding sentence restates the main idea Topic Sentence: Hove the color red because its a symbol of stenath Concluding Sentence: | like to ive ie in a strong way, $01 think I wil always <2atrirethe color red In addition to restating the main idea, the concluding sentence may ‘warn the reader. If you do not follow these steps, you may not get the grade that you want. ‘+make a prediction, Soon everyone will be driving pollution tree cars + give an opinion about the topic: ‘Some people might disagree, but | think lamb is the best meat for griling Sometimes writes signal the concluding sentence with the phrase In conclusion. Incanclusion, learning a second language has many advantages. Exercise 7 Identifying concluding sentences Read each topic sentence, Then check (/) the sentence that would make the best conclusion. 1. There are fur testo finding che atte online 4. Arline tickets wil be mote expensive inthe ature —Z- b.Following these steps will help you find the best pric. ~_e. verybody wants to save money on srln kets 2. Videogames can benefit chile, A. Some vdeo games teach children decision making satgies. _— b.Inadiion to playing videogames, watching some educational programs on TV i good fr children These benefits can have lasting effets on children 3. The government can encourage people to recyle by taking the following steps. a. Without these measures, people ate less likely to recycle __. b. The government should pick up the recycling from people's houses at least once a week, The government should do more to protect the eneizonment 10 Unit 1 | The Sentence and the Paragraph Exercise 8 Examining conclu 1g sentences Circle the word that best describes each ofthe concluding sentences 1. tfyou flow these tps, you will eer lose your ey again (grein). pinion. aang 2. Stents who ae not arth cet cards can go int de icky 2. prediction. opinion. warning 3. Ant, Turkeys one ofthe most beatles in the word a prdicion opinion, wining 4. You willbe abe ofa beotfl paper crane with only lite practice. 2. prediction, opinion warming 5. The desert isa beautfl but dangerous place to hike, so do your research, and prepare carefully a. prediction ». opinion ©. warning een + learn about unity in paragraphs. + learn how to create coherence in your writing Weting Process Part 2 " Writing Process Part 3 Unity and Coherence Good academic writers follow specific steps to make sure that their writing both clear and accurate. These writers gather, organize, and develop ideas. They ‘write two or more drafts. When they revise each draft, good writers look for unity, ‘coherence, and grammatical mistakes. They correct these mistakes to develop their final drafts. Exmn® ‘Within a Paragraph A paragraph must have unity. A paragraph has unity when all the sentences support a single idea ‘The topic sentence must have only one controlling idea. Additional controling ideas make the paragraph lose its focus, ‘The supporting sentences in a paragraph must support or explain the controlling idea. Their examples, details, steps, or definitions must all support the same idea. [eas that do not support the topic sentence cause the paragraph to lose its focus ‘The concluding sentence usually restates the idea in the topic sentence, Howeves, ishould use diferent words. I can give an additional thought, but it must not introduces nes topic. ‘Topic Sentence My friend Adriana is generous, Supporting Sentences She often lets travelers stay inher home. She hosts many students when ‘hey 90 to her fiome for study grOups or dinners. She sends money to her family in Chile every month to help them with their ills She often brings flowers or other gifts to her friends on their birthdays. She also lakes food 1 older people who are sick or lonely Concluding Sentence ‘Adriana is one of the most generous people | know. Note that al the sentences are about Adriana’ generosity. A sentence about the vay she looks or about her jab will not support the unity ofthe paragraph unless it somehow relates © Adrians’s generosity 12 Unit 1 | The Sentence and the Paragraph Exercise 2 Reading @ student paragraph Read the paragraph. Where did the pink sheep come from? The Pink Sheep ‘Many years ago, a special gift came ta me in an interesting way. When 1 was a small boy, l enjoyed playing in my yard. One day, {found 2a hole in the wall of my yard. it was near the ground, so I could not see through the hole, but | knew that behind the wall was my neighbor's yard. (wanted to see that yard, so I used rocks to make the hole wider. ‘One day, when I was trying to break through the wal, a small hand appeared from the hole. The hand was holding 2 cubber sheep. The sheep was pink, and it had wide eyes. | took the rubber sheep. Then t pushed my favorite wooden truck through the hole to give to the child fon the other side. | bought the truck with money | received for the New ‘Year. Year later, when | was old enough to go out by myself, I went ‘round the corner to find the chiis who gave me that special gift, but nobody was in that house. Another neighbor said that a gil used to live ‘there and that she was the same age as | was. | never found her, but her gift stil has a special meaning for me. Examining the student paragraph Respond to the questions and statements below. 1, Circle the topic and underline the controlling idea, 2. After you read the topic sentence, what did you expect the supporting ideas to explain? Write your answer in your own words |. One sentence in the paragraph is offtopic. t does not support the unity af the paragraph. Draw line theough it 44, What other supporting sentences would you add tothe paragraph? Writing Process Pata 13 Exercise 3 Recog! Read the following topic sentences. Undeeline the controlling idea in each topic sentence. Then check (/) each sentence that supports the topic sentence. 1. Taman organized person, a La. My desk is always neat and tidy, LZ. b. Thave a system for organizing my papers, and I can always find ‘what I need, ‘¢ [feet uncomfortable when I am ina strange place. Ld. My friends always want me to help them put their closets in order. ‘Twenty Questions isan easy game to play when you are traveling. _— & One person must think ofa person, place, or objec. —— b. Sometimes people travel by car and sometimes by rain or airplane _— & Iti very important to travel with people that you get along with _— 4 The other players take turns asking questions that can only be answered “yes” or "no" 3. Tea and coffee are very different from eachother _— & Cole has more caffeine than tea does __ b. Coffee and tea both have caffeine ___ 6. People enjoy tea and cole during social events. 4d. Tea is much more common around the world than coffe is. 4, People should not buy expensive cas. _— & Some people spend a fourth of their income on a car payment, which is unnecessary. _— b. Cars do not increase in value, so they are not good investments . Car companies are always looking for ways to make cars safer on the road. _— 4. People who do not pay cash mus also pay interest, so they le ever, more money when they buy an expensive car [5 Biseasy to get a sports injury 4, Many people enjoy sport, b. Runners often have problems with their ankles and knees,

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